This report reviews 79 California school districts with a focus on how they managed school closures and the quality of education that English Learners received. Six key indicators were identified: 1. Designated and Integrated English Language Development (ELD) 2.Live Interactive Instruction 3.Bridging the Digital Divide A PowerPoint is included with the article 4. Family Collaboration 5. Social-Emotional Support Early Child Education (ECE).
Williams, Dr., C.P. 2020. School Closure And English Learners: A Review of COVID-19 Operations Written Reports. Long Beach, California: Californians Together. https://www.californianstogether.org/school-closure-and-english-learners/
The data in this report prepared by the Los Angeles Unified School District provides evidence that 100% of the secondary students in LAUSD minimally accessed Schoology, the district's primary online course management system at least once during the first nine weeks of school closure. Data is provided that there were disparities in activities. Compared to more advantaged students, fewer middle and high school students who are Black, Hispanic, living in low-income households, classified as English Learners, have a disability, are in the District's homeless program or are in foster care participated across all measures of online activity. Report states that low participation may show lost learning, which could take students years to recoup.
Besecker, M., Thomas, Ph. D., A. 2020. Student Engagement Online During School Facilities Closures: An Analysis of L.A. Unified Secondary Students' Schoology Activity from March 16 to May 22, 2020. Los Angeles, California: Independent Analysis Unit, Los Angeles Unified School District
http://laschoolboard.org/sites/default/files/IAU%20Report%202020%200707%20-%20Student%20Engagement%20Online%20During%20Closures.pdf
The authors examined the relationship among K-12 students and their attendance rates with a focus on EL students, students living in poverty, suspension rates and students with disabilities.
Forman, K., & Markson, C. (2022). Students with Disabilities and Suspension Rates: A Cautionary Tale for School Districts. Journal for Leadership and Instruction, 21(1), 20–24
This article discusses the overrepresentation of Latinx students in special education. It discusses the root causes of significant disproportionality for Latinx students, pre-referral process and data collection, deficit oriented perspectives and building relationships with student and families.
Lueimo, P., Bindreiff, D. 2021. The disproportionality of Latinx students in Special Education: The growing need to build relationships. Leadership Magazine. Sacramento, California: Association of California School Administrators (ACSA) https://leadership.acsa.org/jan-feb-2021
